few_shots: Example:
Problem/activity:
For each pair of numbers, determine if the values are equivalent. Explain your reasoning for each one.
a.
$$-0.25$$
and
$$\frac{1}{-4}$$
b.
$$-\left ( \frac{1}{4} \right )$$
and
$$\frac{-1}{-4}$$
c.
$$\frac{-1}{4}$$
and
$$-\frac{1}{4}$$


Standard options: 
A. Solve real-world and mathematical problems involving the four operations with rational numbers. (Computations with rational numbers extend the rules for manipulating fractions to complex fractions.)
B. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.
C. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram.


Thought: This problem involves understanding fractions and division to divide rational numbers, such as 1, -4, 4, and -1. This problem also involves an understanding of multiplication: if p and q are integers, then -(p/q) = (-p)/q = p/(-q).
Answer: B

Now, assign the following problem or activity to one or more relevant standards it aligns with.
shot_info: fl_problem_001097

7
options: Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. For example, compare a distance-time graph to a distance-time equation to determine which of two moving objects has greater speed.

Use similar triangles to explain why the slope m is the same between any two distinct points on a non-vertical line in the coordinate plane; derive the equation y = mx for a line through the origin and the equation y = mx + b for a line intercepting the vertical axis at b.
problem_activity: Optional activity
This activity gives students an opportunity to interpret the graph of a line in context, including the meaning of a negative slope and the meaning of the horizontal and vertical intercepts.
Launch
3 minutes of quiet work time, followed by 2 minutes to confer in small groups to verify answers.
Reading: MLR6 Three Reads.
Use this routine for Elena’s situation to support reading comprehension for students. In the first read, students read the problem with the goal of comprehending the situation (e.g., Elena is paying back her brother every week.). In the second read, ask students to look for quantities represented in the graph (e.g., at week 0, Elena owes him
$
18; at 6 weeks, she has paid him back completely). In the third read, ask students to brainstorm possible strategies to answer the question: “What is the slope of the line and what does it represent?” This will help students reflect on the situation and interpret the slope in the given context.
Design Principle(s): Support sense-making; Maximize meta-awareness
Student Facing
Elena borrowed some money from her brother. She pays him back by giving him the same amount every week. The graph shows how much she owes after each week.
[IMG]
Answer and explain your reasoning for each question.
What is the slope of the line?
Explain how you know whether the slope is positive or negative.
What does the slope represent in this situation?
How much did Elena borrow?
How much time will it take for Elena to pay back all the money she borrowed?
Student Response
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Anticipated Misconceptions
Students may interpret money owed as negative. In this setup, the axis is labeled so that money owed is treated as positive.
Activity Synthesis
Ask students to share answers to each question and indicate how to use the graph to find the answers. For example, draw a slope triangle for the first question: the slope is -3 rather than 3, because the number of dollars owed is decreasing over time. Label the vertical intercept for the amount Elena borrowed and the horizontal intercept for the time it took her to pay back the loan.


correct_option_index: 0

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